Measuring Students’ Learning using a Value Added Approach

This article reports on a study that was conducted to evaluate value addition in the learning attainments of students in higher education. The subjects in the study were telecommunication engineering students who pursued their programme of study between 2011 and 2013 at the Ghana Technology University College. Using descriptive statistics and regression analysis, the study sought to test the differences between the mean scores of three groups of students who were categorised based on their entry qualifications and final year cumulative weighted averages (CWAs). The first level of analysis was done by comparing the students’ entry qualifications with their CWAs at the end of the programme. The second level of analysis was done by comparing the students’ first year and final year CWAs in the core and general courses domains. The study concluded that the students’ entry qualifications and CWAs could measure value addition.